由於全球化已是世界的潮流，同時也是無法抵抗的趨勢，因此台灣公佈了《中小學國際教育白皮書》，作為國際教育方面的因應策略。本文由 U. Beck所提出的全球化理論及世界社會（Weltgesellschaft）的觀點，分析台灣社會國際面貌形成的原因。接著以德國批判教育學者 W. Klafki的教育學說，陳述教材與教育目的在培養學生的國際視野及國際意識時所具有的重要性，並由此分析《白皮書》當中所提到的教材與教育目的。在指出《白皮書》這兩個面向所隱含的問題後，本文試圖提出如下的建議，作為思考台灣發展國際教育時可以思考的原則： 1. 教材方面：由東南亞地區的語言文化與社會等活動作為學習起點，並延伸到經濟強勢國家政治、經濟文化的理解。 2. 教育目的：培養學生理解經濟全球化為台灣、東南亞地區及其他國家所帶來的國際關聯性與跨國性議題，進而能提出解決之道。

Given the unstoppable globalization trends, the Taiwan government announces the White Paper of International Education in School and its education policy statement with regard to international education. In this context the article aims to examine the problems which are implied in the White Paper concerning the learning contents in school and the purpose of education. Following U. Beck’s theory of Globalization and world society, I first try to identify the causes of Taiwan’s situation in international community. Then, based on W. Klafki’s theory of education I analyze the significance of the learning contents in school and purpose of education in developing student’s global perspective. As a consequence of the study I make some suggestions in thinking of international education as follows: First, regarding the learning contents we should take the learning of southeast asian languages, cultures and societies as the startpoint to the understanding of the globalized world, i.e., the process of learning should be from the local to the global perspective. Second, regarding the purpose of education the education program should enable students to understand that the issue of globalization should be dealt with at different levels, i.e. local, national and international.